UNIVERSITY OF KENT
Module Specification
1.
The title of the module
Research Methods in Social Anthropology II (SE806)
2.
The School which will be responsible for management of the module
Anthropology and Conservation
3.
The Start Date of the Module
January 2009
4.
The cohort of students (onwards) to which the module will be applicable
2008-2009 onwards
5.
The number of students expected to take the module
16-30
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
N/A
7.
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
Postgraduate (M) (FHEQ level: 7)
8.
The number of credits which the module represents
Note: undergraduate full-time students take modules amounting to 120 credits per year and
postgraduate full-time students take modules amounting to 180 credits per year for a Masters award
20 Credits
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring
10.
Prerequisite and co-requisite modules
SE802: Research Methods in Social Anthropology I is strongly recommended. This module builds
upon knowledge acquired in Research Methods in Social Anthropology I, or its equivalent, for
which students will be held responsible. Students must be enrolled in M.A. programmes in the
School of Anthropology. For persons wishing to take the module from outside these programmes,
prior agreement of the convenor and their supervisors will be required.
11.
The programmes of study to which the module contributes
Compulsory for students registered for the MA programmes in Social Anthropology, Visual
Anthropology, the Anthropology of Ethnicity, Nationalism and Identity, and Environmental
Anthropology
12.
The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
SE802 will:
 provide critical skills for examining the relationship between anthropological theory and
methods
 introduce various methodological approaches within anthropology
 instil a sophisticated understanding of ethics within the context of fieldwork and the disciple at
large
 develop proficiency in following the guidelines of the Association of Social Anthropologists of
the UK and Commonwealth (ASA) Statement on Ethics and the American Anthropological
Association (AAA) Code of Ethics, as well as complying with school fieldwork ethic
requirements necessary for conducting fieldwork
 develop a critical understanding of the ‘participant observation’ method and its role within
anthropological fieldwork
 provide the necessary skills to develop, conduct and analyse a ‘life history’ as part of a broader



anthropological project
present case studies through which these concepts can be thought and critiqued
develop a nuanced comparative perspective on these concepts engaging ethnographic materials
gain an appreciation of the potential challenges and benefits of anthropological research in local,
regional, national and international settings
13.
The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
A student who has successfully completed this module will be able to:
 articulate and assess a range of methodological approaches for anthropological fieldwork
research
 locate contemporary issues in anthropology's relation to ethics, fieldwork, method and theory
 summarise and interpret texts and performance by locating them within appropriate cultural
and historical trajectories
 think critically about fieldwork research methods through an anthropologically informed
analysis
 choose appropriate methods in relation anthropological questions suitable for research study
 present ideas systematically and cogently both orally and in writing
 interact with peers and their seminar leaders in the exchange of ideas
 summarise complex material succinctly
14.
A synopsis of the curriculum
Fieldwork is the hallmark of anthropological research. Its style and delivery, as well as the
discourses surrounding it, have changed alongside the discipline. In his book Routes, Travel And
Translation In The Late Twentieth Century, Clifford (1997) flags two important aspects of fieldwork:
first, the formation of intensive interactions and relationships that produce “deep” cultural
understanding in settings that can vary in time and location, and, second, a sense of displacement,
movement or travel for the fieldworker thus allowing for an objective detached perspective. The
ways in which anthropologists strive to interact with people while maintaining objectivity, make
research ethics and methodological choices particularly important since their presence in the field
has implications on the people whom they study.
The module will consist of twelve two hour classes consisting of short introductions to weekly
topics by the course convenor followed by intensive discussion of ethnographic and theoretical
readings assigned as appropriate to specific topics as outlined in the syllabus. Student presentations
may take place, and audio-visual adjuncts to the topic may be facilitated.
15.
Indicative Reading List
Alexiades M. and D. M. Peluso, 2002. Prior Informed Consent: the politics of cross cultural
exchange. In: S. A. Laird, ed. Biodiversity and Traditional Knowledge: Equitable
Partnerships in Practice. London: Earthscan.
Arias, Arturo, ed. 2001. The Rigoberta Menchu controversy with a response by David Stoll.
Minneapolis: University of Minnesota Press Chagnon, Napoleon 1968. Yanomamö: The
Fierce People. New York: Holt, Rinehart and Winston.
Banks, M. 2001. Visual Methods in Social Research. London: Sage.
Bernard, H. Bernard. 2005. Research Methods in Anthropology: Qualitative and
Quantitative Approaches. Altamira Press.
Bourgois, Philippe 1996. “Confronting Anthropology and Inner-City Apartheid,” in
American Anthropologist. 98(2):249-258.
Clifford, James and George Marcus 1986. Writing Culture: The poetics and Politics of
Ethnography. Berkeley: University of California Press.
Clifford, James 1986. Introduction: Partial Truths. In Writing Culture: The Poetics and
Politics of Ethnography, ed. James Clifford and George Marcus, 1-26. Berkeley: University
of California Press.
Collier, John & Malcolm Collier. 1986. Visual Anthropology: Photography as a Research
Method. Albuquerque: University of New Mexico Press: Introduction
Crapanzano. Vincent 1984 “Life Histories" in American Anthropologist 86: 593-560.
Cubitt & Brunt 1993. Videography. Palgrave Press
De Chungara, Domitila with Viezzer, Moema. 1978. Let Me Speak! New York: Monthly
Review Press.
Derrida, Jacques. 1974 [1967]. "The Violence of the Letter." Of Grammatology. Baltimore:
The John Hopkins University Press. [1967] De la Gammatologie. Paris: Les Editions de
Minuit.
Diamond, Stanley 1969.“Anthropology in Question,” in Reinventing Anthropology ed. Dell
Hymes New York: Pantheon 401-429.
El Dorado Task Force Papers Volume II. “Papers of the American Anthropological Association el
Dorado Task Force Submitted as a final report to the Executive Board of the
Association. May 18, 2002
Graeber, David 2004. Fragments of an Anarchist Anthropology. Prickly Paradigm Press.
Greenwood, Davydd J. 2006. Introduction to Action research: Social research for Social
Change. Sage Publications
Hine, Christine 2000. Virtual Ethnography. Sage Publications
Joinson, Adam N. 2003. Understanding the Psychology of Internet Behaviour: Virtual Worlds,
Real Lives. Palgrave Press.
Kindon, Sara, Rachel Pain, and Mike Kesby. 2007 Participatory Action Research Approaches and
Methods: Connecting People, Participation and Place. Routledge
Lassiter, Luke. 2005. The Chicago Guide to Collaborative Ethnography. University of
Chicago Press.
Lévi-Strauss, Claude 1973 [1955]. "On the Line" and "A Writing Lesson." Tristes Tropiques.
Translated by John and Doreen Weightman. New York: Penguin Books.
Malinowski, Bronislaw (1989[1967]) A Diary in the Strict Sense of the Term. Stanford
University Press
Marcus, George E. And Michael Fischer 1999. Anthropology as Cultural Critique: An
Experimental Moment in the Human Sciences. University of Chicago Press.
Markham, Annette N. 1998. Life Online: Researching Real Experience in Virtual Space:
Researching Real Experience in Virtual Space (Ethnographic Alternatives , No 6). Altamira
Press.
Moreno, Eva 1995. “Rape in the Field: Reflections from a Survivor” in Taboo: Sex, Identity,
and Erotic Subjectivity in Anthropological Fieldwork. Ed. D. Kulick and M Willsen.
London: Routledge.
Narayan, Kirin 1997. How Native is a “Native Anthropologist? Situated Lives: Gender and
Culture in Everyday Life. Louise Lamphere, Helen Ragoné, and Patricia Zavella (eds).
Routledge.
Pelto, Pertti and Gretel H. Pelto. 1978. Anthropological Research: The Structure of Inquiry.
Robben, Antonius and Jeffrey A. Sluka , eds. 2006. Etnographic Fieldwork; an Anthropological
Reader. Blackwell Books.
Rosenthal, Joshua P. 2006. Politics, Culture, and Governance in the development of Prior I
nformed Consent in Indigenous Communities. Current Anthropology 47(1): 119-142
Rubenstein, Steven 2002. Alejandro Tsakimp: A Shuar Healer in the Margins of History.
Lincoln: University of Nebraska Press
Rubenstein. Steven
2004. “Fieldwork and the Erotic Economy on the Colonial
Frontier,” in Signs: Journal of Women in Culture and Society 29(4) 1041-1071
Stringer, Ernest T. 2007. Action Research. Sage Publications
16.
Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
Teaching Methods:
Each student will attend twelve two hour class meetings which will be made up of a
combination of a short lecture with in-depth discussion of lecture materials with reference to
class readings and to assigned ethnographies. He/she will furthermore meet with the
instructor
for at least forty minutes during the term to discuss detailed plans for an essay
related to the
course materials.
Skills: Through preparation for the seminars all students will be acquainting themselves with the
principal ideas underlying anthropological research methods, fieldwork and ethics. Students are
encouraged in course meetings to think critically and systematically about different methodological
approaches to a range theoretical questions and predicaments. This will be operationalized through
the close analysis of ethnographic literature and other empirical materials as well as through
directed readings and detailed class discussion. Students will learn how to follow the ethical
guidelines for anthropological fieldwork as set forth by institutional codes within the discipline of
anthropology as well as comply with school requirements necessary for field research to take place.
Students will be trained in developing, conducting and analysing a small anthropological field
research project. Throughout the course, students will be in an environment aimed to foster the
expression of their ideas both in speech and in writing. They will be trained in how to use
ethnographic examples to present theoretical concepts, and how to use scholarly resources to
present their own arguments. Intensive seminar engagement will develop students’ abilities to
present and debate ideas in small group discussions as well as to formulate and ask questions. They
will as well learn how to search libraries and data banks for research materials and how to make
use of electronic networks to gain access to information.
Achieving objectives:
 information provided in lectures, complimented by the in-depth discussion ethnographic
examples, will introduce students to a conceptual apparatus appropriate to the analysis and
comparison of possible research method choices in relation to their MA research project.
 through the presentation of anthropological theories and ethnographies students will be
introduced to a range potential research methods and the theoretical, logistical and ethical
dilemmas they may present.
 in seminars students will be encouraged to discuss the issues and concepts raised in lectures
and to integrate their ideas with various ethnographies material and directed readings. They
will learn to express their critical evaluations in the presence of their peers (and the seminar
leader) and to debate the issues raised by themselves and their peers. Students will also be
presenting the results of a small research project whereby they will learn to make an academic
presentation as well as to cross-examine their peers.
 students will be instructed in the dialectical relationship between theory and methods and how
this can be addressed in their essay writing via the overall structure, use of illustrative material,
development of hypotheses, proper acknowledgements and the appropriate use of sources.
Students and will be exposed, through their essays, to ways that they can implement the ideas
accumulated through lectures, seminar discussions, reading and specific directed research into
coherent and critical written essays
17.
Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Students are assessed on this module, as on others in the Social Anthropology programme,
through a combination of essays and coursework. This module will have a two thousand word
essay associated with it, the topics of which will be decided between the student, his or her
supervisor, and the course convenor. These will count for 65% of his or her module mark. The
remainder of the mark will be made up of a combination of course presentations, seminar
participation and an examination that will be marked by the course convenor and moderated by
another member of staff. These will constitute 35% of the final module grade. Feedback on both
essays and coursework will be provided to the student; through this feedback students are
informed of the strengths and weaknesses of their understanding and their presentation of
anthropological arguments.
Students from outside of the Social Anthropology programmes taking this module will follow a
similar procedure: one two thousand word essay plus coursework.
18.
Implications for learning resources, including staff, library, IT and space
This module requires little in the way of resources other than those already available. Library and
school resources, both textual and electronic, are regularly reviewed and course handouts are
revised on an annual basis with extra purchases made where necessary.
19.
A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not present
any non-justifiable disadvantage to students with disabilities
The curriculum as well as the learning and teaching methods and forms of assessment have
been designed to offer the widest possible access to the course.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of module
proposals"
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Director of Learning and Teaching
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Print Name
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Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
…………………………………………………….
Print Name
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Date